“I CAN DO IT!” Presented by Heather Sparks, NBCT Taft Middle School, Oklahoma City And Bonnie...

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Classroom Management “I CAN DO IT!” Presented by Heather Sparks, NBCT Taft Middle School, Oklahoma City And Bonnie Hammock, OEA

Transcript of “I CAN DO IT!” Presented by Heather Sparks, NBCT Taft Middle School, Oklahoma City And Bonnie...

  • Slide 1

I CAN DO IT! Presented by Heather Sparks, NBCT Taft Middle School, Oklahoma City And Bonnie Hammock, OEA Slide 2 Training Goals Section 1 Slide 3 How To Vote via Texting TIPS EXAMPLE 1.Standard texting rates only (worst case US $0.20) 2.We have no access to your phone number 3.Capitalization doesnt matter, but spaces and spelling do Slide 4 How To Vote via Poll4.com Capitalization doesnt matter, but spaces and spelling do TIP EXAMPLE Slide 5 Dont forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: How many years have you been teaching? Slide 6 Dont forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: The age group I teach is Slide 7 Dont forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: I would describe my school as Slide 8 Dont forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: Today I'm hoping to learn... Slide 9 KWL Chart: Classroom Management What I KnowWhat I Want to KnowWhat I Learned Slide 10 Our goalslets talk about: Creating Learning Communities Student/Parent/Teacher Relationships Establishing Rules & Routines Collaboration & Partnering Motivation and Rewards Dealing with Conflict Slide 11 Two primary objectives of classroom management: Ensuring the SAFETY of students & staff Allowing LEARNING to take place Slide 12 How do we achieve this in the classroom? Slide 13 Getting to Know Your Students Section 2 Slide 14 Images of Community Slide 15 Discuss what this may look like in your own classroom? How can this activity be used in other ways? Slide 16 Creating a community in your classroom so that Students feel valued and respectedrespected They have a role in decision making Students connect to others in a healthy wayhealthy They feel safe to take risks Slide 17 The Anti-Bullying Classroom Make eye contact with each student Call all students by their first or preferred name Move toward and stay close to the learners Collaborative problem solving of classroom issues With-it-ness Slide 18 Remember Maslow? Slide 19 Come To The Come to the Edge Come to the edge. It's too tall. Come to the edge. I'll fall. Come to the edge. And they came. And you pushed them. And they flew. Slide 20 Room Temperature Furniture Arrangement Physical Activity Breaks Bulletin Boards (Walls) Climate (Humor and Tone) Routines Guidelines Class Agreements (class sets rules) Slide 21 Section 3 Communication Styles Slide 22 TRUE COLORS Slide 23 Slide 24 Ticket Out the Door Record your responses to the following statements regarding classroom management: I dream My worst nightmare I will Slide 25 Home/School Communication Utilize a Back to School letter with parental contact information request Keep a contact log Use email whenever possible (this helps create a paper trail) Strive for 2-way communication; NBPTS requires it! Slide 26 Home & School Home & School Communication Communication IndividualStudents InstructionalProgram EngagingFamilies Slide 27 Section 4 Rewards and Motivation Slide 28 Puzzle Activity Slide 29 Intrinsic vs. Extrinsic Motivation If you punish a child for being naughty and reward him for being good, he will do right merely for the sake of the reward, and when he goes out into the world and finds that goodness is not always rewarded, nor wickedness always punished, he will grow into a man who thinks about how he may get on in the world, and does right or wrong according as he finds of advantage to himself. Immanuel Kant, Education Slide 30 The truth of the mattertruth Rewards can deliver a short- term boost just as a jolt of caffeine can keep you cranking for a few more hours. But the effect wears off and, worse, can reduce a persons longer-term motivation to continue the project. Slide 31 Selecting the appropriate motivatorsconsider: Asking the child Observing the childs motives & behavior Using what has worked in other situations with similar students Giving students a choice of motivators What are you rewarding? Problem-solving or routine (if-thens) Slide 32 Give one, Get one! Write down ONE motivation strategy you find successful Find a partner & give one NEW idea & get one NEW idea (write it down) Move to another partner & repeat as long as the music continues If neither of you have a new idea, CREATE one! Slide 33 Rules and Routines Section 5 Slide 34 Rules & Routines must be taught Rules: Expected behaviors Expectations Rules: Expected behaviors Expectations Routines: Daily procedures and processes that need to be taught and rehearsed in order to provide smooth, uninterrupted class operation Routines: Daily procedures and processes that need to be taught and rehearsed in order to provide smooth, uninterrupted class operation RememberGO SLOW TO GO FAST RememberGO SLOW TO GO FAST Slide 35 Keeping the peace VOICE + CHOICE = LOYALTY! Slide 36 Lets talk about. How do you establishestablish classroom rules or expectations? What are your most important rules? Slide 37 Mrs. McCollums ExpectationsExpectations Slide 38 Passing papers Leaving for restroom Sharpening pencils Heading papers Getting supplies & books Working in small groups Whole class discussions Tardies Lunch count/line/room Passing periods Class signals Center Group Rotations Dismissing class/before bell Where to put complete work What to do if done early Putting away materials Safety routines/drills During attendance How to start the day/bell ringers Playground Assemblies Lining Up Slide 39 Make it a rule of life never to look back. Regret is an appalling waste of energy; you cant build it; its only good for wallowing in. Katherine Mansfield, Writer (1888-1923) Slide 40 Provide CLEAR FEEDBACK ASAP: Do it: QUIETY CALMLY PRIVATELY Every time you can! Slide 41 Because the goals for intervention should always be EM3 Eliminate Maintain Minimize Momentum-ize Slide 42 Section 6 Smoothly Flowing Classrooms Slide 43 Hints & Tips: Use signalsconsistently Directionsplan them ahead of time: Use 3 step directions before an activity Get the attention/feedback of students Tell them and show them Use signals for whole class response Thumbs up = yes Thumbs down = no Fist = ? or I don't know Slide 44 Transitions Transition times are controlled through mini-activities Must be TAUGHT Creates momentum Remembergo slow to go fast! Slide 45 Transition problemstable talk: Teacher/students distractions during transitions which delay the rest of the class Students socialization before, during, and after transitions Students stop/start working habits during the transition of activity or class period Students dont pay attention to directions during a transition Slide 46 Section 7 Dealing with Conflict Slide 47 Steps to conflict resolution: 1. Identify the problem from each person 2. Listen to the answers. 3. Identify the cause of conflict 4. Brainstorm solutions together to find a win-win answer. 5. Create an Ifthen solution statement Slide 48 Reflection Reflect upon a situation with a hostile or defiant child you wished you had handled differently. Which of these strategies might have proven useful to both you and the child? Slide 49 Is this behavior an isolated event or a recurring symptom of a greater problem? Recurring behaviors may indicate : Low self-concept Low motivation Visual perception/memory problems Receptive language problems Expressive language problems Auditory Perception/Memory problems Attention, Avoidance, Power Slide 50 Is this behavior an isolated event or a recurring symptom of a greater problem? OR a more serious problem, such as: Lack of sleep, food, supervision Abuse or neglect Homelessness Depression, mental illness Physical illness Attention, Avoidance, Power Slide 51 Because the goals for intervention should always be EM3 Eliminate Maintain Minimize Momentum-ize Slide 52 KWL Chart What I Know What I Want to Know What I Learned Slide 53 Phases of Teachers Attitudes Towards Teaching Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Source:Trainers Manual, Support Provider Training, Revised May 1996 Slide 54 Thank you For your time, energy, and participation! This training was adapted from NEAs/OEAs/CTAs I Can Do It! Classroom Management Training & OEAs Bullying Prevention Training To contact me: [email protected]@aol.com www.hisparks.com